Preservice elementary teachers' views of their students' prior knowledge of science
Preservice elementary teachers' views of their students' prior knowledge of science
复制标题
职前小学教师对学生先前科学知识的看法
DOI：
10.1002/tea.20229
复制
发表时间：
2008
影响因子：
4.6
通讯作者：
Mitchell J. Nathan
中科院分区：
文献类型：
--
作者：
V. Otero;Mitchell J. Nathan
职前教师面临着许多挑战，因为他们学习的教学方式与他们自己的教育经历不同。职前教师经常带着关于教学和学习的先入为主的观念进入教师教育课程，这些观念可能与当代学习理论一致，也可能不一致。为了建立职前教师的先验知识，我们需要确定他们在进入教师教育课程时持有的观点类型以及他们在这些课程中形成的观点。这里报告的研究特别关注职前教师对其学生先验知识的看法，以及这些观点对他们对形成性评估过程的理解的影响。对六十一名职前教师的科学方法课程的三个部分进行了研究。结果表明，职前教师对学生现有知识的看法有限。这些观点倾向于在形成性评估的不同方面优先考虑基于学术或基于经验的概念，这与当代理解教学的观点形成鲜明对比。人们认为，与其将这些观点视为误解，不如将它们视为进一步发展更灵活的形成性评估概念的资源。详细讨论了四种常见观点并将其应用于科学教师的准备。 2008 Wiley Journals, Inc. J Res Sci Teach 45: 497-523, 2008
Pre-service teachers face many challenges as they learn to teach in ways that are different from their own educational experiences. Pre-service teachers often enter teacher education courses with pre-conceptions about teaching and learning that may or may not be consistent with contemporary learning theory. To build on preservice teachers' prior knowledge, we need to identify the types of views they have when entering teacher education courses and the views they develop throughout these courses. The study reported here focuses specifically on preservice teachers' views of their own students' prior knowledge and the implications these views have on their understanding of the formative assessment process. Sixty-one preservice teachers were studied from three sections of a science methods course. Results indicate that preservice teachers exhibited a limited number of views about students' prior knowledge. These views tended to privilege either academic or experience-based concepts for different aspects of formative assessment, in contrast to contemporary perspectives on teaching for understanding. Rather than considering these views as misconceptions, it is argued that it is more useful to consider them as resources for further development of a more flexible concept of formative assessment. Four common views are discussed in detail and applied to science teacher preparation. 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 497-523, 2008